What do you usually do in your free time?

Describing things School: #52 Date: 24.10.16 Teacher name: Kamerdinova CLASS: 1 Number present: 16 Absent : Learning objectives(s) that this lesson is contributing to 1.S1 make basic personal statements and simple statements about objects 1.UE3 - use basic adjectives and colours to say what someone/something Lesson objectives All learners will be able to: pronouns some of the words and simple statements about objects Most learners will be able to: say most of the words and simple statements about objects Some learners will be able to: Use all the words and simple statements about objects Language objective Learners can: pronouns the words and simple instructions for Classroom routines statements about objects Key words and phrases: open, close, sit, stand, listen, sing, say, look at, go, big, small School things: bag, book, pen, pencil, pencil case, rubber, chair colours: red, yellow, green, blue, orange Useful classroom language for dialogue/writing: Discussion points: What colour is it? What is it? It’s a big/small ... It’s a big chair. It’s a green chair. Can you say why…? not used Writing prompts: not used Previous learning School things, colors and numbers 1 - 10 Plan Planned timing Planned activities (replace the notes below with your planned activities) Resources Start Organization moment: The T greets the learners and present the lesson objectives. After that the teacher asks the Ss to make a circle and sing a song - “Hello” Then they chose the cards with numbers and sit at the tables according numbers (1,2,3) T – S S - T a song “Hello” PB p. 4 Cards CD1 Lead in: Lead in: Learners revise some key words from a previous topics (colours and numbers) SS Time: Pre- teaching: open, close, sit, stand, listen, sing, say, look at, go, small, big Cards on the desk CD1 Time: Drilling: Learners pronouns the words all together first with the teacher’s support, then with some support. Cards on the desk B p. 21 Middle Time Practice: 1. Learners pronouns the words PB p. 24, then sentences It’s a pen. This is a pen. . It’s blue. It’s a small pen. It’s a green pen. It’s a big school bag Individually, using the cards on the tables. Count the school things S-S What’s this? What colour is it? Cards PB p. 24 A song. Pencils in my schoolbag Extra vocabulary Practice. Let’s play. PB p. 25 Vocabulary game. Pupils do the task in AB p. 31 Teacher Resource Pictionary EBook Pupils Book p. 25 Activity Book p. 31 Teacher Resource End Time Concept checking: “ My school things” Pupils draw a schoolbag and a pen, a pencil, a rubber, a book. S-S Say what they have in their schoolbags Teacher Resources Additional information Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links Health and safety check ICT links Values links Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners Differentiation can be used at any stage of the lesson keeping time management in mind Use this section to record the methods you will use to assess what students have learned during the lesson Health promoting techniques Breaks and physical activities used. Points from Safety rules used at this lesson. Monitor classroom space when sts start moving around Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. Summary evaluation What two things went really well (consider both teaching and learning)? 1: singing a song. Pencils in my schoolbag 2: Pair work (school things) What two things would have improved the lesson (consider both teaching and learning)? 1: These are 2: numbers What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?